In recent decades, research has stressed the prominence of mathematics classroom discussions in productive instructional practices in mathematics instruction. In this context, problem-solving activities have been a common focus of research. Research shows that teachers need to deal with prerequisites and challenges such as norms, design of tasks,…

The paper addresses the potential relationships between shared authority in mathematics classrooms and students' mathematical reasoning. Even though tensions and challenges related to shared authority are explicated in the literature, there are few examples of how these issues play out in mathematics teaching. We investigate the case of a…

Intelligent tutoring systems (ITSs) aim to deliver personalized learning support to each learner, aligning with the educational aspiration of many countries, including China. ITSs' personalized support is mainly achieved by providing individual prompts to learners when they encounter difficulties in problem-solving. The guiding principles and…

Based on an opportunity-use model of instructional quality, this study investigates the extent to which subject-specific instructional quality rated by experts is reflected in students' assessments of their own learning and understanding, and how students' perceptions predict their achievement. The analyses used data from a German-Swiss sample of…

This article examines Early Childhood Studies students' enjoyment, confidence, and broader experiences of teaching mathematics to the under-fives. The underpinning, two-phase study took place in a university in England using online questionnaires and interviews, with this article focusing on the findings from the interviews. Drawing upon…

This paper studies the knowledge developed by a group of sixty-two pre-service primary teachers during a training session on the definition of a polygon and the mathematical practice of defining. We explore the knowledge developed by pre-service teachers when they carry out a series of training tasks oriented around the practice of defining with…

Playing mathematical games helps many senior secondary school students--especially girls--acquire basic mathematical skills, but it can be difficult. Thus, this study examined how gender-related mathematical gameplay affects secondary school students' performance. The design of the study was quasi-experimental. Purposively, a sample of fifty…

While existing studies acknowledge the importance of using technology in the mathematical modelling process, questions about how to integrate digital tools into mathematical modelling are not still answered. This study aims to examine pre-service mathematics teachers' designing and solving mathematical modelling problems by using different digital…

There is a strong need for fifth-grade students to become proficient in mathematical problem-solving using fractional computations because it will have a lasting impact on student achievement. Traditionally, mathematics is taught inside a brick-and-mortar classroom, grounded in rote memorization of facts, rules, and formulas. In recent years, more…

Decimals and the related areas of ratio and proportion are recognised as one of the most challenging and complex areas of mathematics for young children to learn. In this study, four dynamic digital representations were used by Year 4 (9-10 years old) students in a set of video-recorded, individual task-based interviews to explore key concepts of…

This paper investigates the expectations that a group of preservice secondary mathematics teachers had for how students would approach four particular algebra problems. Their responses to a set of open-ended items were content analysed. Findings show that the teachers ranged in the expectations that they held for their students. Some teachers…

This study examined the engagement of preservice elementary teachers (PSTs) with mathematics tasks that were open in various ways and to varying extents. In K-12 settings, practitioners who have implemented recently popular open tasks report increased engagement and from a wider variety of students. While these anecdotal reports and related…

The goals of the current study were: 1) to modify and expand an existing spatial mathematical language coding system to include quantitative mathematical language terms and 2) to examine the extent to which preschool-aged children used spatial and quantitative mathematical language during a block play intervention. Participants included 24…

Understanding negative numbers can be challenging for many students, as these concepts may seem less tangible than counting objects, which are commonly represented by positive numbers. In addition, the multiplication of two negative numbers resulting in a positive might appear inconsistent and puzzling to young learners who are used to seeing the…

Collaborative problem-solving (CPS) has been widely used in K-12, higher education, and informal learning to enhance the quality of student learning. Understanding the relationship between learning engagement and group performance is crucial for CPS pedagogy and analytics. However, few empirical studies investigated individual engagement role…